Unit 1: "All about me" технологиялық карта

Unit of a long term plan Unit 1: All about me

All about me

School: №10

Date:

Teacher name: Iskakova K.S.

CLASS: 0

Number present:

absent:

Lesson title

All about me3

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

0.S4 respond to the basic supported personal questions using short answers3

Lesson objectives

The learners will be able to:

recognize with the considerable support and exchange short simple

greetings.

recognize with the considerable support a few basic personal questions

spoken slowly and distinctly.

pronounce the basic words and expressions with some mistakes.

The majority of learners will be able to:

exchange short simple greetings.

respond to the very basic supported personal questions using short answers.

make basic personal statements.

Some of the learners will be able to:

make the basic personal statements unsupported and without mistakes

Assessment criteria

learners will have succeeded in this class if they:

1. Name 10 numerals correctly

2. Say sounds [h], [t], [s], [w]correctly

Language objective

To introduce the new words a girl/boy, goodbye, teacher; practise building

basic communication skills using structures What’s your name? I’m … / My

name is …; I’m a boy/girl, foster tolerance and respect for a teacher/each

other.

Values links

Respect and cooperation by:

1. Listening to the teacher

2. Listening to each other

3. Take turns

Encourage each other

Cross-curricular links

Russian language and literature (naming things in Russian and English) lifelong learning, math

Previous learning

All about me

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

Warm up:

Warm up:

Ask the learners to clap their hands to the beat as they sing

‘The Hello song’ (Track 5).

Show the pictures of all the characters and ask them to act out

the song saying their names.

Introduce them the topic and the objectives of the lesson.

To develop correct pronunciation, we recommend to play

tongue-twisters with the learners for the sounds [g], [t], [oi],

[ǝ:], [ai], [w] etc

https://learnenglishkid

s.britishcouncil.org/ru/

tongue-twisters

Middle

Exercise 1.Listen and repeat.

Before the children start listening, introduce the new words

by showing flashcards of a boy/girl: I’m Alma. I’m a girl.

I’m Marat. I’m a boy.

Then play the track and direct the learners’ attention to the

19

new words boys/girls they hear. Make the leaners repeat

them.

Track 6.

Hello, Mr Old Fox.

Hello, boys and girls.

For better memorizing of the new words, make male learners

clap their hands once when you say boys, and female learners

clap twice when you say girls.

As a variation say the names of the boys/girl sand the learners

should say “a boy/ a girl” as they hear the corresponding

name.

Exercise 2. Listen, learn and repeat.

Ask the learners to look at the pictures, listen and repeat.

Explain the meaning of the word too.

Track 7.

Foxy: Hello, what’s your name?

Turtle: I’m Slowy. I’m a girl. What’s your name?

Foxy: I’m Foxy. I’m a boy.

Digger: Hello, what’s your name?

Wolf: I’m Wolfy. I’m a boy. What’s your name?

Digger: I’m Digger. I’m a boy too.

To practise this skill you can use puppets. Make the learners

act out using models and the names of the puppets.

As a variation, the children can use their dolls, toys.

Exercise 3.Pairwork. Act out the dialogue.

Act out the dialogues of this exercise and direct the children

for pair work using the model.

Exercise 4. Listen and learn.

Make the students listen and repeat. If necessary, explain the

word goodbye.

Track 8.

Student: Goodbye, Mr Old Fox.

Teacher: Goodbye, boys and girls.

Exercise 5. Listen and sing.

Make the children listen and chant the song. After they learn

the words, play the audio and sing the song.

Track 9.

Boys and girls, goodbye, goodbye.

Goodbye, Teacher, goodbye.

Activity book

Exercise 1. Listen to your teacher and circle the right picture.

Draw the children’s attention to the pictures. Explain the task.

To explain the instruction circle, show the gesture in the air and make sure they understand it.

Teacher’s instructions:

1. Circle a boy.

2. Circle a teacher.

3. Circle a girl.

Exercise 2. Circle the hello hands with the colour green and

circle the goodbye hands with the colour red.

Ask the children to take green and red pencils and to circle

“hello” and “goodbye” hands.

www.agendaweb.org/s

ongs/english-songsfor-

k.

www.dreamenglish.co

m/

https://www.youtube.c

om/playlist?list.

https://www.youtube.c

om/watch?v=lsq5ZjzL

_9M

End

End of the lesson:

End of the lesson:

At the end of the lesson ask the learners to summarize their

activity at the lesson. Elicit their answers via supportive

questions: e.g.:

What the new words did we learn today?

Which word/words do we say when we see each other?

What do we say when we finish our lessons?

Then encourage them to say all the words in chorus, you can

say the words in Kazakh/Russian and they will give the

English equivalents or show the flashcards and name the

pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during

the class/ whole course to make them feel more comfortable,

confident and more motivated to acquire the language.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

By means of oral formative assessment – students work in pairs making dialogs – teacher monitors for assessment

• Work with the SMART board not more than 10 minutes

• Monitor classroom space when students start moving around

• Make short breaks while writing

• Use water based markers

Use safe, odour free glue

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?